The Effect of the Self-compassion Development Program on Bullying and Victimization in Middle School Students

NCT06656910 | Completed

• 2 other identifiers: 19/12/23-133TDK-2024-11388
• Study Type: interventional
• Target: 115
• Locations: 1 country
• Sites: 1

Brief Summary

Violence in schools is an important public health problem affecting the health and safety of schools. Peer bullying, which is a common form of school violence, is defined as the behaviour of a bully person or group that deliberately hurts and upsets a person who is weaker than him/her more than once and causes stress in the person exposed to this situation. In peer bullying, there are roles as victim, bully and audience. Bullying has serious consequences on children in all roles. It affects both health and academic success. There are individual, familial, school-related and environmental reasons for peer bullying. There is a significant increase in the rates of peer bullying both in the world and in our country. It is most common in the middle school period among school periods. Self-compassion, a protective factor for individuals, can be expressed as the understanding they show to themselves in the face of negative situations they have encountered throughout their lives. Individuals with self-compassion can approach themselves with love and compassion when they make mistakes or face difficulties in life, thinking that this situation is unique to human beings. When the common characteristics of bullies and victims are examined, it is seen that they experience depression and anxiety, are angry and cannot communicate effectively. Not criticising oneself if it is destructive and cruel, having a compassionate attitude towards oneself protects the individual from negative feelings and thoughts, improves self-esteem and leads to a decrease in depression and anxiety. It is seen that people with high levels of self-compassion exhibit less aggressive behaviour. In this study, a 7-week self-compassion development programme will be implemented for secondary school students.

Conditions

Bullying; Bullying Victimisation

Keywords

bullying; victim; self compassion

Outcome Measures

Primary Outcomes (1)

• Mean of Peer Bullying and Victimization Score

  Mean of victimization score will be determined by Identifying Victims of Peer Bullying Scale. The scale, developed by Mynard and Joseph (2000) and adapted to Turkish by Gültekin and Sayıl (2005) for students aged 11-16, consists of 5 sub-dimensions and 27 items. The lowest score that can be obtained from the scale is 0, and the highest score is 54. A high score obtained from the scale indicates that the person is frequently the target of peer attack, while a low score indicates that the person is rarely or never a target. Mean of peer bullying score will be determined by Identifying Peer Bullies Scale. This scale developed by Mynard and Joseph (2000) and adapted into Turkish by Gültekin and Sayıl by adding the question "So, how much do you do this behavior?" developed by Pekel and Uçanok (2005). The lowest score that can be obtained from the scale is 0, and the highest score is 54. As the scores obtained from the scale increase, the rate of bully behaviour increases.

  Baseline (Before the intervention) and from enrollment to the end of intervention 7 weeks and 12 weeks.

Secondary Outcomes (1)

• Mean of Self Compassion score

  Baseline (Before the intervention) and from enrollment to the end of intervention 7 weeks and 12 weeks.

Study Arms (2)

Control Group

NO INTERVENTION

No intervation will be taken.

Experimental Group

EXPERIMENTAL

In this study, a 7-week self-compassion development program will be implemented on middle school students by a researcher who has a certificate of participation in an 8-week self-compassion development training, a pedagogical formation training certificate, and has experience working as a nurse in a child and adolescent mental health clinic. The content of the program was created by participating in the self-compassion development training and literature review, and expert opinion was obtained.

Behavioral: Self Compassion Group

Interventions

Self Compassion Group BEHAVIORAL

A 7-week self-compassion Programme: Course 1: Detective Warm-Up Game, Explaining the application of compassion/self-compassion. Course 2: Draw and Tell Warm-up Game, Breath Awareness Exercise, Mindful Eating Activity. Course 3: Walking Warm-Up, Body Scan Meditation, How Do You Treat Your Friend Activity. Course 4: Random Cards warm-up game, Compassion Meditation, Just Like Me Exercise. Course 5: Break, Self-compassionate letter writing. Course 6: Tree Drawing Warm-Up Game, Mountain Meditation, Recognize Your Inner Bully, Three Calming Breathing Exercises. Course 7: Considering the process with participants, Implementation of final tests, Tender farewell.

Experimental Group

Eligibility Criteria

• Age: 10 Years - 12 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Being a 5th grade middle school student
• Volunteering to participate in the research
• No vision, hearing, comprehension problems
• Regular attendance to the sessions

You may not qualify if:

• Lack of parental permission to participate in the study
• Failure to fill in the forms related to the research completely
• Abandoning the research at any time during the research

Sponsors & Collaborators

• Marmara University: lead

Study Sites (1)

Milli Eğitim Vakfı Middle School

Istanbul, Istanbul, 34696, Turkey (Türkiye)

Location

Related Publications (14)

• Yıldırım M, Sarı T. Öz-Şefkat Ölçeği Kısa Formu'nun Türkçe Uyarlaması: Geçerlik Ve Güvenirlik Çalışması. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi. 2018; 18(4): 2502-17

  RESULT

• Pekel NU, Uçanok Z. Akran zorbalığı gruplarında yalnızlık ve akademik başarı ile sosyometrik statüye göre zorba/ kurban davranış türleri. Türk Psikoloji Dergisi.2005; 56: 77-92

  RESULT

• Mynard H, Joseph S. Development of the multidimensional peer-victimization scale. Aggressive Behavior: Official Journal of the International Society for Research on Aggression.2000; 26(2):169-78

  RESULT

• Gültekin Z, Sayıl M. Akran Zorbalığını Belirleme Ölçeği geliştirme çalışması. Türk Psikoloji Yazıları. 2005; 15: 47- 61.

  RESULT

• Uz R. Okullarda Şiddet. 1. Basım, Sentez Yayıncılık. Bursa; 2018

  RESULT

• Sommerfeld E, Shechory Bitton M. Rejection Sensitivity, Self-Compassion, and Aggressive Behavior: The Role of Borderline Features as a Mediator. Front Psychol. 2020 Jan 24;11:44. doi: 10.3389/fpsyg.2020.00044. eCollection 2020.

  PMID: 32038443 RESULT

• Sarıcaoğlu H, Arslan C. Bilinçli öz-anlayış programının üniversite öğrencilerinin öz-anlayışına etkisi. Manas Sosyal Araştırmalar Dergisi. 2019; 8(3), 2381-99

  RESULT

• Olweus D. In P. K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano & P. Slee (Eds.), The nature of school bullying: A cross national perspective . London and New York: Routledge. 1999 ; 7-27

  RESULT

• Marsh IC, Chan SWY, MacBeth A. Self-compassion and Psychological Distress in Adolescents-a Meta-analysis. Mindfulness (N Y). 2018;9(4):1011-1027. doi: 10.1007/s12671-017-0850-7. Epub 2017 Nov 25.

  PMID: 30100930 RESULT

• Kurtoğlu M, Başgül ŞS. Koruyucu faktör olarak öz-şefkat üzerine bir derleme çalışması. Journal of CognitiveBehavioral Psychotherapy and Research. 2013;10(1): 56-65

  RESULT

• Grant NJ, Merrin GJ, King MT, Espelage DL. Ortaokul öğrencileri arasında zorbalığa ilişkin aile içi şiddet ve akran sapkınlığının kişi içi ve kişiler arası ilişkilerinin incelenmesi. Şiddet Psikolojisi.2019; 9 (1): 18-27

  RESULT

• Gökkaya F, Sütçü ST. Akran zorbalığının ortaokul öğrencileri arasında yaygınlığının incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 2020; 35(1); 40-54

  RESULT

• Germer CK, Neff K. Öz Şefkatli Farkındalık Uygulama Rehberi. Çeviren: Tarımtay Altun F. 1. Basım, Diyojen Yayıncılık Ltd. Şti., İstanbul; 2020

  RESULT

• Fresnics A, Borders A. Angry rumination mediates the unique associations between self-compassion and anger and aggression. Mindfulness.2017; 8(3): 554-64

  RESULT

MeSH Terms

Conditions

Bullying

Condition Hierarchy (Ancestors)

Aggression; Behavioral Symptoms; Behavior; Harassment, Non-Sexual; Social Behavior

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: PREVENTION
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: The research was planned as a randomly assigned intervention and control group, pre-test, post-test after the intervention and follow-up test three months after the intervention.

Study Record Dates

• First Submitted: October 23, 2024
• First Posted: October 24, 2024
• Study Start: February 28, 2025
• Primary Completion: August 30, 2025
• Study Completion: October 30, 2025
• Last Updated: February 5, 2026

Record last verified: 2026-02

Locations

TU (1)